We live surrounded by information, the use of new technologies make the reading process a key tool not only at school but also as a means of communication for daily life.
Very young children are in contact with the written word, to facilitate this process, the learning of reading begins in early childhood education, settling in the first stage of primary, where the demands increase. At this age child must already have good reading skills, they must have adequately developed the ability to decode and understand written messages.
Learning to read is a complex and difficult task since it is not a mechanical process. It requires understanding the rules of grapheme (letter) conversion with its phoneme (sound). Understand that each sound corresponds to a certain letter, and different combinations of letters give rise to new sounds, with them we form words. This is the greatest difficulty that a child encounters in reading learning, knowing which graphic symbol corresponds to each sound.
When we read we use two access routes to the lexicon. On the one hand, we have the visual route, which is responsible for reading frequent words. It does so through the visual store, it does not need to break down the words to access the meaning. And on the other hand, we have the phonological route, responsible for reading long and infrequent words. In this case, we convert the letters into sounds in order to analyze them and access their meaning.
To ensure a good reading domain, it is necessary for children to acquire a good ability to reflect explicitly on the structure of the sounds of words (phonological awareness) and to work with them. Therefore, we propose the following game.
When we begin to read, a child always makes use of the phonological route. You need to break down each word into small parts in order to interpret it and give it a meaning. With time and training, they end up using both routes, as necessary.
It aims to support the teacher to work in a dynamic way both inside and outside the classroom. The main objective is to develop and provide children with a good phonological awareness, which is so required in the learning of reading. Since it is also closely related to learning difficulties, such as dyslexia, it is a game that will also serve as a therapeutic tool.
It mainly works the counting of syllables but with a little imagination, we can reinforce other tasks besides the counting.
How to play?
The dynamics are the same as in the double and in Calabria: The letter has on the obverse some colors and numbers that are what indicate the number of syllables to be searched and on the reverse the drawings.
We syllable to work phonological awareness!
Content : 32 cards
Age: from 6 years old
Players: from 2 to 8 players
Purpose of the game: To be the player with the most cards at the end of the game
How to play? Placed the cards in a pile in the center of the table with the face of numbers upwards, each player, in turn, turns the first card and leaves it next to the stack, showing the face of drawings. According to the number and color indicated by the letter, we must look for those drawings with the number of syllables indicated. There may be one or more. The first one to find all the drawings on that card will win the round and take the card. So, successively until there is only one letter left in the stack.
How to win the game: The winner of the game will be the one who has accumulated the most cards when there is only one card left in the stack. This last letter is not counted.